This book explores the persistence of Pythagorean ideas in theoretical physics. It shows that the Pythagorean position is both philosophically deep and scientifically interesting. However, it does not endorse pure Pythagoreanism; rather, it defends the thesis that mind and mathematical structure are the grounds of reality. The book begins by examining Wigner's paper on the unreasonable effectiveness of mathematics in the natural sciences. It argues that, whilst many issues surrounding the applicability of mathematics disappear upon examination, there are some core (...) issues to do with the effectiveness of mathematics in fundamental physics which remain. The core issues are the existence of the laws of nature and our minds ability to fathom them, the use of formal mathematics in discovering things about the quantum world, the fact that deep mathematics is needed to describe fundamental physics, and the asymptotic nature of the quest for knowledge. These issues are the focus of the book. The author seeks to explain them within a metaphysical framework that takes mind and mathematical structure as its fundamental principles. The framework - called quantum monadology - combines ideas from Leibnizian monadology, set theory, and consistent histories quantum theory. (shrink)

Increased attention to the relationship between democracy and education in the UK has been accompanied over the past thirteen years by an interest in how art can be used to promote democratic citizenship.While this approach has led to increased funding for the arts, it is not without its problems,and has often entailed an apolitical and instrumentalist view of both art and education. This paper turns to the political philosophy of Mouffe and Rancière, the work of Rancière in aesthetics, and Biesta’s (...) educational philosophy to develop an alternative way of understanding the significance of art for democracy and education. Building on their work, I take a performative and collective view of democratic subjectivity as the basis on which to construct this alternative understanding. I further argue that this conceptualisation can aid our understanding of democratic learning and our ability to provide opportunities for it through art and educational practice. (shrink)

Intuitively, an object is something that coheres internally and is largely independent of its environment. But what is the environment? Viewed at one scale, it surrounds and separates objects and differentiates them. Viewed at another scale, it is itself a collection of objects surrounded by environment. At all scales, we describe the world in terms of objects in an environment. I examine the nature of the environment and its role in mediating the object-subject relation. This dedicated analysis of the environment (...) provides a new perspective on the notion of objectivity. (shrink)

This paper is about the relationship between actuality and potentiality. Two paradigms are considered: Leibnizian possible worlds, which is rooted in classical physics; and the consistent histories quantum theory of Griffiths, Gell-Mann, Hartle, and Omnès. I explore an interesting connection between these two paradigms. The analysis goes beyond a comparison of classical and quantum physics to consider how modern physics might be integrated into a more comprehensive view of the world, in the spirit of Leibniz’s own philosophy.

It is argued that mathematics is unreasonably effective in fundamental physics, that this is genuinely mysterious, and that it is best explained by a version of Pythagorean metaphysics. It is shown how this can be reconciled with the fact that mathematics is not always effective in real world applications. The thesis is that physical structure approaches isomorphism with a highly symmetric mathematical structure at very high energy levels, such as would have existed in the early universe. As the universe cooled, (...) its underlying symmetry was broken in a sequence of stages. At each stage, more forces and particles were differentiated, leading to the complexity of the observed world. Remnant structure makes mathematics effective in some real world applications, but not all. (shrink)

Knowledge-Based Systems (KBS) are developed to contain substantial elements of human knowledge and expertise in a well-defined domain, and use these to support user or expert tasks. Issues related to the social and organisational contexts of these systems are widely acknowledged to be particularly critical to their success. However, methodology proposals usually stop short of adequately handling soft and unstructured data that frame the contexts of use. The handling of qualitative data needs to be done in a way that directly (...) impinges on the wider Knowledge-Based System engineering processes and decisions. In this paper, we discuss the nature of context-sensitive issues, and describe a methodological approach for resolving them through the rigorous analysis of qualitative data, using a methodology which is based upon the Grounded Theory method from the social sciences. (shrink)